Potential of Problem-Solving Flipped Classroom Instruction in teaching Internet of Things (IoT) at Community Colleges: A Needs Analysis

Flipped Classroom enables instructors to spend more time for hands-on problem-solving instruction compared to the traditional pedagogical model which involves lectures. The purpose of this study is to determine the need for a problem-solving flipped classroom module to be designed for the STM3023: Internet of Things (IoT) subject offered at the Certificate level at Malaysian Community Colleges. A structured interview was conducted with 16 lecturers from 14 Community Colleges offering the subject to obtain their views on current teaching practices along with the challenges faced in the teaching and learning of IoT to entry level students. Participants were also asked about their readiness towards the flipped classroom following an orientation session on Flipped Classroom approach. The findings showed that lecturers mostly used traditional pedagogical models in the TVET settings such as lectures. Students usually followed instructions and merely replicate the hands-on tasks as demonstrated by their lecturers in class. It was also found that students were struggling with the subject due to their lack of competency in programming and grasping electrical and electronics concepts. Students were also found to be weak in mathematics and reasoning skills, thus making it a challenge to teach IoT to them. Therefore, a myriad of media, materials and application of real-world concepts may be required to aid lecturers to improve students’ achievement in the subject. The flipped classroom approach for teaching which gives more time for hands-on problem-solving instruction may be appropriate to support lecturers to overcome the challenges in teaching IoT.

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Teaching Wireless Network Fundamentals Using Low-Cost Wi-Fi Devices

Revolutionizing Education through Web-Based Instruction - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9932-8.ch015 ◽

2016 ◽

pp. 281-299

Author(s):

Nurul I. Sarkar

Keyword(s):

Wireless Network ◽

Teaching And Learning ◽

Network Performance ◽

Low Cost ◽

Wireless Networking ◽

Traditional Lecture ◽

Access Points ◽

Hands On ◽

The Subject ◽

Set Up

Teaching wireless networking fundamentals is often difficult because many students appear to find the subject technical, and dry when presented in traditional lecture format. To overcome this problem, we provide an opportunity for experiential learning where students can learn wireless networking fundamentals by hands-on practical activities using low-cost Wi-Fi (wireless fidelity) devices such as wireless cards and access points. Students can easily set up and configure networks using wireless cards and access points more effectively. By measuring network performance such as throughput and end-to-end delays, students are able to gain a deeper understanding of wireless networking. The effectiveness of Wi-Fi-based practical activities has been evaluated by students and the teaching team. This chapter reports on the overall effectiveness of teaching and learning of wireless network using radially available low-cost Wi-Fi cards and access points.

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Teaching and Learning Wi-Fi Networking Fundamentals Using Limited Resources

Selected Readings on Telecommunications and Networking ◽

10.4018/978-1-60566-094-3.ch003 ◽

2011 ◽

pp. 22-40 ◽

Cited By ~ 3

Author(s):

Wilson Siringoringo

Keyword(s):

Teaching And Learning ◽

Academic Research ◽

Wireless Networking ◽

Radio Propagation ◽

Limited Resources ◽

Research Papers ◽

Hands On ◽

Hands On Learning ◽

The Subject ◽

Basic Concepts

Wi-Fi networking has been becoming increasingly popular in recent years, both in terms of applications and as the subject of academic research papers and articles in the IT press. It is important that students grasp the basic concepts of both Wi-Fi networking and wireless propagation measurements. Unfortunately, the underlying concepts of wireless networking often intimidate students with their apparently overwhelming complexity, thereby discouraging the students from learning in-depth this otherwise exciting and rewarding subject. This chapter provides a tutorial on Wi-Fi networking and radio propagation measurements using wireless laptops and access points. Various hands-on learning activities are also discussed.

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The flipped classroom for teaching organic chemistry in small classes: is it effective?

Chemistry Education Research and Practice ◽

10.1039/c4rp00230j ◽

2015 ◽

Vol 16 (1) ◽

pp. 179-186 ◽

Cited By ~ 87

Author(s):

Jessica M. Fautch

Keyword(s):

Organic Chemistry ◽

Problem Solving ◽

Flipped Classroom ◽

Pedagogical Approach ◽

Course Content ◽

Class Time ◽

Small College ◽

Summative Assessments ◽

Video Lectures ◽

The Subject

The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a sophomore level Organic Chemistry I course was assigned as homework using video lectures, followed by a short online quiz. In class, students' misconceptions were addressed, the concepts from the video lectures were applied to problems, and students were challenged to think beyond given examples. Students showed increased comprehension of the material and appeared to improve their performance on summative assessments (exams). Students reported feeling more comfortable with the subject of organic chemistry, and became noticeably passionate about the subject. In addition to being an effective tool for teaching Organic Chemistry I at a small college, flipping the organic chemistry classroom may help students take more ownership of their learning.

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Penggunaan Analisis Video Gerak Kucing Melompat Berbantuan Aplikasi Tracker Sebagai Kegiatan Praktikum Mandiri Materi Gerak pada Peserta Didik SMP

Jurnal Pendidikan Sains Indonesia ◽

10.24815/jpsi.v9i3.20547 ◽

2021 ◽

Vol 9 (3) ◽

pp. 459-470

Author(s):

Desi Ramadhanti* ◽

Heru Kuswanto ◽

Hestiana Hestiana ◽

Aisha Azalia

Keyword(s):

Distance Learning ◽

Data Processing ◽

Research Method ◽

Teaching And Learning ◽

Science Learning ◽

Experimental Approach ◽

Learning Activities ◽

Microsoft Excel ◽

Hands On ◽

The Subject

The Covid-19 pandemic has impacted various fields, especially education, namely the implementation of distance learning. One of the activities carried out by teachers is the implementation of independent practicum by students so that teaching and learning activities continue to run even though the students are at home. This study aims to analyze the motion of jumping cats using a tracker application that can be used as a practicum activity independently in science subjects of motion material in grade VII by using cats that are in the environment of learners as the subject of the study. This research method uses a hands-on experimental approach by taking videos of jumping cats' motion and processing them with a tracker app. The results of data processing with the help of tracker application are processed by using Microsoft Excel program so that obtained KD, KB, TB, K and E relationship graphs cat jump has a constant or stable speed indicated by linearity graphs. In addition, data processing using a tracker application is more accurate and consistent compared to the acceleration value by manually calculating so that it can be concluded the use of application-assisted jumping cat video analysis is worth using in science learning.

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STUDENTS’ LEARNING EXPERIENCE IN A WEB DESIGN COURSE USING FLIPPED CLASSROOM APPROACH IN HIGHER EDUCATION

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.640016 ◽

2021 ◽

Vol 6 (40) ◽

pp. 193-206

Author(s):

Usha Vellappan ◽

Liyen Lim

Keyword(s):

Flipped Classroom ◽

Teaching And Learning ◽

Learning Experience ◽

Web Design ◽

Traditional Classroom ◽

Face To Face ◽

Class Time ◽

Hands On ◽

The University ◽

Learning Institutions

The incorporation of information technology in education has benefitted learning institutions, instructors as well as students in coping with how knowledge can be transferred, absorbed, and used in the context of teaching and learning. The flipped classroom has been used to maximize the in-class time with discussions and critical thinking activities and leaves the learning to the students prior to the in-class sessions which were considered difficult to be implemented in a traditional classroom setting. The aim of this study is to explore students’ learning experiences with the implementation of flipped classroom approach. This study presents 96 business program students’ experiences of incorporating flipped classroom approach in a web designing course at the university level. Both quantitative and qualitative questionnaire was used to collect data for this study. The findings of the study showed that students responded positively to this approach. Students expressed that they are able to learn better and be more prepared to attend face-to-face classes. They appreciated that they were given the freedom to take charge of their individual learning. The hands-on nature of the course made flipped classroom favorable because students are able to apply their knowledge immediately by using the self-check questions after viewing the videos and progress to more complex applications during the in-class sessions. Students welcomed such an approach to be used in other hands-on or practical courses. However, there are still areas of concern and challenges for both students and instructors that need to be looked into when incorporating the flipped classroom model.

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Teaching and Learning Wi-Fi Networking Fundamentals Using Limited Resources

Tools for Teaching Computer Networking and Hardware Concepts ◽

10.4018/978-1-59140-735-5.ch009 ◽

2011 ◽

pp. 154-178 ◽

Cited By ~ 1

Author(s):

Wilson Siringoringo ◽

Nurul I. Sarkar

Keyword(s):

Teaching And Learning ◽

Academic Research ◽

Wireless Networking ◽

Radio Propagation ◽

Limited Resources ◽

Research Papers ◽

Hands On ◽

Hands On Learning ◽

The Subject ◽

Basic Concepts

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Discovering the Role of Problem-Solving and Discussion Techniques in the Teaching Programming Environment to Improve Students' Computational Thinking Skills

International Journal of Information and Education Technology ◽

10.18178/ijiet.2021.11.12.1572 ◽

2021 ◽

Vol 11 (12) ◽

pp. 615-623

Author(s):

Nor Hasbiah Ubaidullah ◽

◽

Zulkifley Mohamed ◽

Jamilah Hamid ◽

Suliana Sulaiman

Keyword(s):

Problem Solving ◽

Teaching And Learning ◽

Computer Programming ◽

Computational Thinking ◽

Structured Interview ◽

Thinking Skills ◽

Survey Method ◽

Teaching Techniques ◽

University Lecturers ◽

Programming Courses

Computational thinking skill is one of the essential abilities to be learned and perfected by students of this century. Studies have shown that in the teaching and learning of programming courses, discussion and problem-solving techniques have been widely used. However, studies based on the suitability of such teaching techniques for the development of the computational thinking skills of students are, however, lacking. In this context, this research was conducted to define the teaching techniques used by university lecturers when teaching a computer programming subject and to explore how the techniques can influence the development of the computational thinking skills of students. This research was based on a combination of qualitative and quantitative approaches involving a semi-structured interview and a survey method, respectively. The research sample consisted of eight (8) university lecturers recruited from several Malaysian public universities, who had been teaching computer science to undergraduates. The results showed that in teaching computer programming, a majority of the respondents used discussion and problem-solving methods, with each assisting students to gain computer programming skills and learn certain components of computational thinking. As such, it is recommended that teaching practitioners incorporate the discussion and problem-solving techniques in the teaching and learning of programming courses. The incorporation of such strategies will help students develop good computer programming and computational thinking skills encompassing all the fundamental elements. The results also revealed that the respondents had no experience in using the metacognitive technique. As such, it is also proposed that future research should focus on this technique to investigate any possible effects that it may have on the growth of the computer programming and computational thinking skills of undergraduates.

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El uso de los cuentos y la creatividad para la formación del futuro profesorado de infantil en la enseñanza y aprendizaje de las matemáticas

Revista Electrónica Interuniversitaria de Formación del Profesorado ◽

10.6018/reifop.370071 ◽

2020 ◽

Vol 23 (1) ◽

Author(s):

Desiré García Lázaro ◽

Raquel Garrido Abia ◽

Miguel Ángel Marcos Calvo

Keyword(s):

Teaching And Learning ◽

Structured Interview ◽

Point Of View ◽

Childhood Education ◽

Voluntary Response ◽

Double Degree ◽

The Face ◽

The Subject ◽

Academic Year ◽

Didactics Of Mathematics

La formación del futuro docente demanda la necesidad de incluir recursos que faciliten procesos de enseñanza y aprendizaje y además, sean útiles para su incorporación posterior al mundo laboral. Usar el cuento como recurso educativo en la formación del profesorado en etapas infantiles permite tanto iniciar al alumnado en competencias relacionadas con la didáctica de las matemáticas como aprovechar el punto de vista innnovador que nos aportan los conocimimentos de neuroeducacion. En este artículo, se desarrolla una experiencia basada en la elaboración y diseño de un cuento matemático, con varios formatos distintos, y con contenidos matemáticos legislados. Se analizan los trabajos realizados por 108 alumnos pertenecientes al Grado de Educación Infantil y Doble Grado en Infantil y Primaria de la URJC, curso académico 2018/19. Para valorar la aceptación entre el alumnado, se realiza una entrevista semiestructurada y un cuestionario de respuesta voluntaria. Los resultados obtenidos demuestran que este tipo de experiencias son necesarias en la formación del profesorado ya que consiguen motivar, potenciar la creatividad y aumentar la implicación en la materia, además de trabajar la competencia matemática desde el punto de vista didáctico, obteniendo un aumento en el rendimiento y mejor satisfaccion de cara la incorporacion al mundo laboral. The current training of the future teacher requires to include resources that facilitate the teaching and learning processes and, in addition, be useful for their incorporation into the labor market. The use of story as an educational resource in the training of teachers in children stages allows students to be initiated in competences related to the didactics of mathematics as well as how to take advantage of the innovative point of view that the neuroeducation knowledge brings us. In this article, an experience based on the elaboration and design of a mathematical story is developped, in four different formats, in which the mathematical contents are regulated. The work carried out by 108 students belonging to the Degree in Early Childhood Education and Double Degree in Infant and Primary of the URJC, academic year 2018/19 is analysed. To assess the acceptance among the students, a semi-structured interview and a voluntary response questionnaire is carried out. The results show that this type of experiences are necessary in teacher training since they help to motivate, enhance creativity and increase the involvement in the subject, a part from working on mathematical competence from the didactic point of view, obtaining an increase in performance and better satisfaction in the face of the incorporation into the world of work.

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EFFORTS TO IMPROVE STUDENTS’ MATHEMATICAL PROBLEM SOLVING ABILITY THROUGH CONTEXTUAL TEACHING AND LEARNING AT SMP NEGERI 1 BINJAI

INSPIRATIF : JURNAL PENDIDIKAN MATEMATIKA ◽

10.24114/jpmi.v3i3.8957 ◽

2017 ◽

Vol 3 (3) ◽

Author(s):

Desy Agustina Situngkir ◽

E Elvis Napitupulu

Keyword(s):

Problem Solving ◽

Teaching And Learning ◽

Mathematical Problem ◽

Eighth Grade ◽

Average Score ◽

Mathematical Problem Solving ◽

Class Viii ◽

The Subject ◽

Contextual Teaching ◽

Academic Year

ABSTRACT The purpose of this research was to know whether contextual teaching and learning (CTL) approach could improve students’ mathematical problem solving ability (SMPSA) in eighth grade of SMP Negeri 1 Binjai. The type of this research was Classroom Action Research. The subject of this research was students in class VIII-9 which consisted of 20 students. The object was SMPSA on cube and cuboid topic in eighth grade of SMP Negeri 1 Binjai Academic Year 2015/2016.This study consisted of two cycles. Each cycle had two meetings. SMPSA was tested in the end of cycle. Instrument used to collect data in this research were test and observation sheet. After giving a treatment to students, in the first cycle, the average score of their mathematical problem solving ability was 2.30. Ten of 20 students (50%) obtained score ³ 2.67. The average score of teacher’s activities in observation sheet was 2.66, which classified as good category. The average score of students’ activities in observation sheet was 2.55, which classified as good category. In the second cycle, the average score of mathematical problem solving ability was increased became 3.05 with 18 students (90%) obtained score ³ 2.67. The average score of teacher’s activities in observation sheet was 3.44, which classified as very good category. The average score of students’ activities in observation sheet was 3.22, which classified as very good category. From the result of research, it can be concluded that the implementation of contextual teaching and learning (CTL) approach can improve students’ problem solving ability. The suggestion that given for teachers is to be able to implement contextual teaching and learning (CTL) approach as an alternative in learning process that can improve problem solving ability.Keywords : Contextual Learning, Mathematical Problem solving Ability

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SALA DE AULA INVERTIDA NO ENSINO DA QUÍMICA ORGÂNICA: UM ESTUDO DE CASO

Química Nova ◽

10.21577/0100-4042.20170677 ◽

2020 ◽

Author(s):

Bruna Silva ◽

Sebastião Silva Neto ◽

Bruno Leite

Keyword(s):

Organic Chemistry ◽

Nuclear Magnetic Resonance ◽

Magnetic Resonance ◽

Contact Time ◽

Flipped Classroom ◽

Teaching And Learning ◽

Structured Interview ◽

Classroom Setting ◽

Qualitative Nature

FLIPPED CLASSROOM IN TEACHING ORGANIC CHEMISTRY: A CASE STUDY. The flipped classroom is one of the types of rotation model strategies that aim of increasing interaction and personalized contact time between students and teachers in the classroom setting. In this study, we investigated the application of the flipped classroom strategy in two classes of the different semesters in the discipline of Organic Chemistry. The teacher applied this strategy in different ways in order to verify how the flipped classroom can contribute to the teaching and learning process in the content of Nuclear Magnetic Resonance (NMR). The research, of qualitative nature, is a case study being carried out in six steps with the participation of twenty-five students and one teacher. The instruments used for data collection were an investigative questionnaire (applied to students) and a structured interview (carried out with the teacher). The results show that the students had control over their learning, presenting a favorable position for the application of the strategy. In addition, the teacher reported that it was possible to deepen the content of NMR with his students, teaching the class in a different way than he was used to, focusing on doubts (individual and collective), as well as comments regarding the materials produced by him.

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